The social value of a culture of trust in school education

Problem and purpose. Trust in educational institutions acts as a social value, the presence of which provides confidence of participants of educational communities in the reliability and correctness of the system functioning, is a predictor of sustainable educational motivation, the presence of which has a high value in the "knowledge society", promotes social integration, active citizenship and personal development. This determines the relevance of diagnosing the level of trust in school as a social institution. The aim of the study: to consider the phenomenon of trust culture in school education as a social value to identify growth points in the realisation of the mission of school education aimed at the development of the individual and society. Materials and methods of research. The study used methods of theoretical analysis of the problem of trust in educational institutions and methods of empirical analysis of Russians' subjective perceptions of trust in school as a social institution (sociological survey using an online questionnaire). The survey was conducted using a nationwide sample, the opinions of 825 respondents were analysed. The study used the methodology used to measure trust in mass surveys, in which respondents are asked a question about trust in a social institution in the form: "Do you think the majority of respondents trust or distrust a social institution?" using a ranking scale from "completely trust" to "completely distrust". KEYWORDS Results. The study revealed that 56,6% of respondents believe that most parents trust modern schools, 74% trust or rather trust the school where their child is or was studying. Differences in assessment of trust in school as a social institution in different social groups have been found. Women (57,8%) trust school as a social institution to a greater extent than men (55,2%), young people (66,2%), residents of small towns (59,0%), respondents with secondary (63,8%) and higher (60,8%) education. The level of subjective well-being is a significant predictor of school trust culture. The share of those who trust the school in the group with a high level of subjective well-being is 64,5%, it decreases in the group with an average level of subjective well-being to 47,2%, and in the group with a low level of subjective well-being to 36%. It is confirmed that respondents who express a higher level of institutional trust in the school are more likely to participate in various types of charitable activities in favour of the school, financial and active participation in its development, assistance in various forms, and, in general, willingness to participate in school affairs. trust, culture of trust, educational institutions, school education Conclusion. The results of the study have shown that the potential of the culture of trust as a factor of socialisation contributes to the formation of educational communities. It is shown that the significance of the mission of school education is to create an environment in which basic trust in complex institutional systems is formed, maintained and developed, and trust acts as a social value, reducing the risks of uncertainty and the costs of social exchange in institutionalised systems.